Cognitive: Students will learn how devastating pollution can be. They will understand how important it is to be environmentally aware and how to do their individual parts to prevent pollution. Affective: Students will feel sorry for the animals affected by the oil slick. They will feel determined to help prevent pollution. Behavioral: Students will distinguish between organic and inorganic. They will define recycling, conservation, ecology, and stewardship. They will brainstorm and design a project to improve their environment. They will list ways to reduce, reuse, and recycle materials. They will list how they help and hurt the environment.
In the first session ask for a student volunteer to summarize the story “The World Around Us.” Then ask the students how Jody, Jody’s father, and Amy felt while they were driving down to the coast. Ask how their impressions changed after they arrived at the coast. What was the condition at the beach? What did the animals and environment look like? How did the people feel as they were driving back? Were they able to enjoy the beautiful parts of the coast once again?
Ask students if they see a sign of hope at the end of the story. Affirm that the peep of the little bird they are going to save is a sign of hope in this sad story.
Point out that it takes some materials two hundred years or more to totally break down into natural components that can safely go back into the environment (this process is called “biodegrading”). Ask them to remember that when they throw away things that are plastic, glass, styrofoam, or aluminum. Their grandchildren and great-grandchildren will be playing in a world littered by the things they throw “away” today.
Mention that there is no “away” to “throw things away” into. Anything that is thrown away is put somewhere on the earth, where it probably hurts the environment somewhat, unless it is organic—which means it was once alive. Organic things decompose naturally and biodegrade quickly, becoming part of the natural environment. Manufactured things do not biodegrade so quickly.
Ask students to categorize the items in the following list. Write the following words on the board and have students vote “O” to mark the organic items and “I” to mark the inorganic items.
Cat
Headphones
Turtle
Eggshells
Coke can
Coffee grounds
Broken television set
Remind students that inorganic items take hundreds of years to biodegrade. Ask them to think twice before throwing things away. Encourage them to try to get more use out of everything, and not to buy things they are just going to get tired of or which break easily.
Ask for a student to let you look at his or her packed lunch. Promise you will not eat it or damage it! You may use your own packed lunch if you have one. Take each item out and note how it is packaged or wrapped. Ask students to think of alternative ways to package, wrap, or carry the items in the lunchbox or lunch bag so there is less garbage to throw away when the lunch is finished.
Ask students to read and reflect on the Exercise: “Being a Good Steward” and to write down notes on a project they would suggest and the steps needed to put it into effect. When they are finished, ask students to share their ideas. As a class, decide on one of the projects to carry out.
Next, ask the students to define the following terms (they may refer to their student books): recycling, conservation, ecology, and stewardship.
Class Session 2
For review of the lesson and the issues it raises, ask students to complete the Questions for Reflection.
Explain that the environmental challenges of pollution, global warming and scarce resources are daunting. It is important for everyone to lend a hand in making our environment safe and usable for years to come.
Point out that one important way to help out is to remember to Reduce, Reuse, and Recycle. Write Reduce, Reuse, and Recycle on the board. Ask them for suggestions as to how to reduce, reuse, and recycle the following and write their suggestions on the board:
Water
Plastic or glass containers
Paper
Broken appliances
Ask students to do the Reflection Exercise: “Environmental Awareness.”
Lesson Objectives
Cognitive: Students will learn how devastating pollution can be. They will understand how important it is to be environmentally aware and how to do their individual parts to prevent pollution.
Affective: Students will feel sorry for the animals affected by the oil slick. They will feel determined to help prevent pollution.
Behavioral: Students will distinguish between organic and inorganic. They will define recycling, conservation, ecology, and stewardship. They will brainstorm and design a project to improve their environment. They will list ways to reduce, reuse, and recycle materials. They will list how they help and hurt the environment.
In the first session ask for a student volunteer to summarize the story “The World Around Us.” Then ask the students how Jody, Jody’s father, and Amy felt while they were driving down to the coast. Ask how their impressions changed after they arrived at the coast. What was the condition at the beach? What did the animals and environment look like? How did the people feel as they were driving back? Were they able to enjoy the beautiful parts of the coast once again?
Ask students if they see a sign of hope at the end of the story. Affirm that the peep of the little bird they are going to save is a sign of hope in this sad story.
Point out that it takes some materials two hundred years or more to totally break down into natural components that can safely go back into the environment (this process is called “biodegrading”). Ask them to remember that when they throw away things that are plastic, glass, styrofoam, or aluminum. Their grandchildren and great-grandchildren will be playing in a world littered by the things they throw “away” today.
Mention that there is no “away” to “throw things away” into. Anything that is thrown away is put somewhere on the earth, where it probably hurts the environment somewhat, unless it is organic—which means it was once alive. Organic things decompose naturally and biodegrade quickly, becoming part of the natural environment. Manufactured things do not biodegrade so quickly.
Ask students to categorize the items in the following list. Write the following words on the board and have students vote “O” to mark the organic items and “I” to mark the inorganic items.
Remind students that inorganic items take hundreds of years to biodegrade. Ask them to think twice before throwing things away. Encourage them to try to get more use out of everything, and not to buy things they are just going to get tired of or which break easily.
Ask for a student to let you look at his or her packed lunch. Promise you will not eat it or damage it! You may use your own packed lunch if you have one. Take each item out and note how it is packaged or wrapped. Ask students to think of alternative ways to package, wrap, or carry the items in the lunchbox or lunch bag so there is less garbage to throw away when the lunch is finished.
Ask students to read and reflect on the Exercise: “Being a Good Steward” and to write down notes on a project they would suggest and the steps needed to put it into effect. When they are finished, ask students to share their ideas. As a class, decide on one of the projects to carry out.
Next, ask the students to define the following terms (they may refer to their student books): recycling, conservation, ecology, and stewardship.
Class Session 2
For review of the lesson and the issues it raises, ask students to complete the Questions for Reflection.
Explain that the environmental challenges of pollution, global warming and scarce resources are daunting. It is important for everyone to lend a hand in making our environment safe and usable for years to come.
Point out that one important way to help out is to remember to Reduce, Reuse, and Recycle. Write Reduce, Reuse, and Recycle on the board. Ask them for suggestions as to how to reduce, reuse, and recycle the following and write their suggestions on the board:
Ask students to do the Reflection Exercise: “Environmental Awareness.”